Journal of school leadership最新文献_第10页

An Exploratory Study to Assess School Principals’ Knowledge of Child Welfare Policies 学校校长儿童福利政策知识评估之探索性研究

Journal of school leadership Pub Date : 2020-11-03 DOI: 10.1177/1052684620972061

Jeffrey McCabe

引用次数: 1

Performativity and Caring in Education: Toward an Ethic of Reimagination 教育中的表演与关怀:走向再想象的伦理

Journal of school leadership Pub Date : 2020-11-03 DOI: 10.1177/1052684620972065

Jeff Walls

引用次数: 5

Administrators’ Perception of Their Role in School-wide Positive Behavior Interventions and Supports Implementation 管理人员对其在全校积极行为干预和支持实施中的角色的认知

Journal of school leadership Pub Date : 2020-10-30 DOI: 10.1177/1052684620972062

Michael Scaletta, M. Hughes

引用次数: 1

Safe Zones, Dangerous Leadership: Decolonial Leadership in Settler-Colonial School Contexts 安全区，危险的领导:定居者-殖民地学校背景下的非殖民领导

Journal of school leadership Pub Date : 2020-10-28 DOI: 10.1177/1052684620951723

Awaachia’ookaate’ (Jason D. Cummins, Apsáalooke), Ethan Chang

{"title":"Safe Zones, Dangerous Leadership: Decolonial Leadership in Settler-Colonial School Contexts","authors":"Awaachia’ookaate’ (Jason D. Cummins, Apsáalooke), Ethan Chang","doi":"10.1177/1052684620951723","DOIUrl":"https://doi.org/10.1177/1052684620951723","url":null,"abstract":"Recent studies of Indigenous educational leadership have contributed instructive conceptual insights to decolonize public schools. Building on these theoretical insights, we investigate the organizational and policy constraints leaders face when attempting to enact decolonial strategies. Combining “safety zone theory” and Critical Policy Analysis, we examine how one Apsáalooke educational leader, Cummins negotiated and challenged institutionalized practices delimiting “safe Indian-ness.” These include: (a) transactional, policy inscribed relations between schools and Native communities; and (b) tepid district implementation of pro-Native legislation, such as policies expressing a commitment to preserving Native American cultures. We convey how Cummins made, unmade, and remade new policy meanings through local leadership practices, such as creating more humanizing Apsáalooke-defined spaces for community-school engagements and orchestrating local pressure to move district leadership to fulfill policy commitments to serve Native students. Data includes 18 interviews with Apsáalooke tribal members, education policy texts, and collaborative auto-ethnographic memos. Based on these findings, we develop the notion of dangerous leadership: a decolonial leadership praxis that challenges settler–colonial conceptions of safety and negotiates material, communal, and personal threats that such acts of subversion tend to provoke. We conclude by discussing implications for dangerous leadership amid nonideal and constantly shifting settler-colonial school contexts.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"98 1","pages":"519 - 540"},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83608178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

“Tearing Down the Wall”: Making Sense of Teacher Leaders as Instructional Coaches and Evaluators “推倒墙”:教师领导作为教学教练和评估者的意义

Journal of school leadership Pub Date : 2020-10-28 DOI: 10.1177/1052684620969932

Meghan Comstock, Jason Margolis

{"title":"“Tearing Down the Wall”: Making Sense of Teacher Leaders as Instructional Coaches and Evaluators","authors":"Meghan Comstock, Jason Margolis","doi":"10.1177/1052684620969932","DOIUrl":"https://doi.org/10.1177/1052684620969932","url":null,"abstract":"Some recent district-level teacher leadership programs have incorporated both instructional coaching and formal evaluations into teacher leaders’ (TLs) responsibilities, which research suggests could challenge the relational dynamics necessary for effective coaching. Using a sensemaking lens, we conducted a qualitative case study of one district’s effort to integrate coaching and formal evaluation in their teacher leadership policy. We conducted a total of 26 semistructured interviews with district administrators and school leaders, TLs, and teachers in two schools, and seven observations of teacher leadership activities. We coded interview transcripts and field notes deductively and inductively. We found that when granted autonomy, principals drew on varied sources for making sense of and enacting this policy, and the messages they conveyed through school leadership norms deeply influenced how teachers and TLs enacted and experienced the integration. The integrated district policy in and of itself did not hinder relationships between teachers and TLs; rather, what mattered most for teachers was the extent to which they perceived their TLs as part of a larger system of support or accountability. This study suggests that the school norms that school leaders put into place when enacting teacher leadership policies deeply influence teachers’ perceived relational dynamics with TLs. Teacher leaders have a unique role in implementation that is shaped by school-level norms and conceptions of effective leadership and coaching.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"36 1","pages":"297 - 317"},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75322582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Can Assistant Principals’ Years of Experience Make a Difference in School Suspensions? A State-wide Analysis of North Carolina Assistant Principals 助理校长的经验是否会对学校停课产生影响?北卡罗来纳州助理校长的全州范围分析

Journal of school leadership Pub Date : 2020-10-28 DOI: 10.1177/1052684620969931

John A. Williams, A. Davis, Sonyia C. Richardson, C. Lewis

{"title":"Can Assistant Principals’ Years of Experience Make a Difference in School Suspensions? A State-wide Analysis of North Carolina Assistant Principals","authors":"John A. Williams, A. Davis, Sonyia C. Richardson, C. Lewis","doi":"10.1177/1052684620969931","DOIUrl":"https://doi.org/10.1177/1052684620969931","url":null,"abstract":"School discipline disparities within the U.S. P-12 public schooling system have been a staple issue for over four decades. The enforcement of out-of-school suspensions, in particular by inexperienced teachers, have traditionally impacted Black and Latinx students more than White students. Yet teachers are not the final decision-makers regarding student discipline which rests primarily on the shoulders of assistant principals and principals. While researchers have clearly linked teacher experience to discipline disparities, more research is needed to fully explicate the tenure of assistant principals; who often are the final decision-makers when it pertains to suspending a student. Utilizing human capital theory, this study examines school discipline data and North Carolina personnel data from the 2015–2016 school year to determine if assistant principals’ years of experience in the current role, and their years of experience as teachers could predict out-of-school suspensions by gender and race. The findings suggest that Black males’ suspension could be predicted by assistant principals’ years of experience as a teacher; and Latinx females’ suspensions could be predicted by assistant principals’ longevity in their current position and in their roles as classroom teachers. Interestingly, the findings illuminate that assistant principals are relatively inexperienced within the state, with most having less than one-year worth of experience in these positions.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"351 1","pages":"246 - 266"},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80042175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Reorienting Our Thinking Away From “Professional Development for Educators” and Toward the “Development of Professional Educators” 从“教育工作者的专业发展”转向“专业教育工作者的发展”

Journal of school leadership Pub Date : 2020-10-26 DOI: 10.1177/1052684620969926

Michelle D. Vaughan, Craig A. Mertler

引用次数: 1

How to Recruit, Support, and Retain Speech-Language Pathologists in Public Schools 如何在公立学校招募、支持和留住语言病理学家

Journal of school leadership Pub Date : 2020-10-22 DOI: 10.1177/1052684620966062

K. Farquharson, Michelle C. S. Therrien, Andrea Barton-Hulsey, A. Brandt

{"title":"How to Recruit, Support, and Retain Speech-Language Pathologists in Public Schools","authors":"K. Farquharson, Michelle C. S. Therrien, Andrea Barton-Hulsey, A. Brandt","doi":"10.1177/1052684620966062","DOIUrl":"https://doi.org/10.1177/1052684620966062","url":null,"abstract":"Over the past two decades, there has been a persistent shortage of qualified speech-language pathologists (SLPs) across the United States. This shortage is predicted to continue, as data reported by the American Speech Language Hearing Association (ASHA) from the US Bureau of Labor Statistics indicates that there will be a 27% increase in job openings through the year 2028. In some states, the shortage has led to service provision from individuals without a background in speech-language pathology and/or without speech-language pathology certification and licensure. Speech and language services that are delivered by unqualified personnel may lead to inadequate time devoted to therapy—either too much, or too little—which is ultimately unethical, illegal, and expensive. However, there is a real issue at hand for school leadership—and that is: How to recruit, support, and retain highly qualified SLPs? In the current tutorial, we will provide evidence-based action steps for how and why to recruit, support, and retain certified and licensed SLPs. Specifically, we discuss the qualifications of the SLP, roles and responsibilities of school-based SLPs, caseload versus workload considerations, various service delivery models, and a review of SLP job satisfaction research. Throughout the tutorial, we will provide concrete and evidence-based ideas for school leadership to consider when recruiting, supporting, and retaining SLPs.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"39 1","pages":"225 - 245"},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78814802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Principals’ Schema: Leadership Philosophies and Instructional Leadership 校长图式:领导哲学与教学领导

Journal of school leadership Pub Date : 2020-10-13 DOI: 10.1177/1052684620966063

Sarah J. Zuckerman, Cailen O’Shea

引用次数: 6

Honoring the Treaty: School Leaders’ Embrace of Indigenous Concepts to Practice Culturally Sustaining Leadership in Aotearoa* * * Aotearoa is the Indigenous name for New Zealand. 尊重条约:学校领导接受土著观念，在奥特罗阿实践文化上可持续的领导* * *奥特罗阿是新西兰的土著名称。

Journal of school leadership Pub Date : 2020-09-22 DOI: 10.1177/1052684620951735

Jessica T. Shiller

引用次数: 0